8th Grade Sp. 1 & Intro: Telling Time

Teacher: Dr. Stephanie L. Perry

Date of Instruction:  1/6-7

Standard/s: MLI.IP1H Use sequenced information meaningfully

MLI.IP2C Demonstrate novice-mid proficiency in oral and written exchanges 

Learning Target/ Teaching Point: Students will use the numbers 0-30 in context with oral expression and reading. They will acquire the ability to ask the time and tell the time in Spanish.

Success Criteria: 

[ ] Students will tell numbers 0-30 ordinally and use them in context with conversations and story-asking (talking about others in the third person). 

[ ] Students will ask the time and tell the time in Spanish.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

INTRODUCTION/CONNECTION: Numbers, unlike language, are pretty much universal. It is the one thing that connects the entire world, whether using numbers in a calendar or units of measure. It’s interesting that many students often know more numbers than other words. Telling time is similar in English and Spanish, with a couple exceptions.

DIRECT INSTRUCTION: Students are shown a poster with the Spanish numbers spelled out and the corresponding number in English. They are also taught a song about the numbers to help them remember them. 

VIDEO:

Numbers Song

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10 

GUIDED PRACTICE:  Teacher holds up both hands and starts with zero and subsequently holds up one finger for the #1, two fingers for #2, and so on. Point out the difference between cardinal numbers (how many of something there are) and ordinal numbers (the position of something in a list - first, second, etc.). Students will watch the first episode of Mi Vida Loca to get an example of ordinal numbers in context. I will use the following visual to help students identify how to say different times: Telling Time Visuals

VIDEOS: Numbers Song & Voces Telling Time & Mi Vida Loca: Ordinal Numbers 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:  Students will take their favorite childhood song (3 Blind Mice, We Wish You a Merry Christmas) and replace the WORDS with the NUMBERS.

Then students will make a schedule of their classes and tell what time each class starts and ends.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Students will all join with chanting the numbers 0-30, teacher watching and listening for those who don’t keep up, slowing the class down if necessary. 

Formative Assessment : Teacher will hold up a number and have students chant it in Spanish. Periodically, I will ask them what time it is on the analog clock.

Homework

Watch the numbers and telling time videos at home.